Week 1 discussion question2 response to 2 people ( I need thiese done in 2 to 3 hours today)

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Week 1 discussion question2 response to 2 people

To respond to 2 your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses.

First person is

Rebecca

Mini-Lesson Format

Student Name: X,X,X,X Grade: 3^rd grade Disability Area: learning and visual - reading

Characteristics/needs of the students with disabilities in the group: Two students have learning disabilities and read at a 1^st grade level. One student is intellectually disabled and reads at a 1^st grade level. One student is visually impaired and reads at a 2^nd grade level.

Accommodations that need to be made: Audio recorder to play text. Assisted technology to help the visually impaired student see the text enlarged and be able to write using voice to text.

Title of Mini-Lesson:

Comprehending a story by interpreting words and phrases.

Common Core State Standard:

Read and comprehend literature including stories, drama, and poetry. Craft and Structure. “Interpret words and phrases as they are used in a text” (Vaughn, S. Bos C. 2015, p 221).

Procedures -20 minute activity: Read a story that is slightly above the level that they are currently at. Be able to comprehend story by identifying new words and learning the meaning.

Prior to the students hearing the story by audio and following along, the teacher will ask questions to help students relate with their back grounds. The teacher will also pre-teach the meanings of critical words (Vaughn, 2015, p. 240).

The teacher will use a KWL strategy to ask what the students already know, and what they want to learn. This strategy is part of bringing background knowledge as they preview the text in order to bring real world experiences to the story (Vaughn, 2015, p. 245).

As the story is audio played to the students; and the students following along, the teacher will pause throughout the lesson and ask questions in order to monitor comprehension (Vaughn, 2015, p. 240-241).

At the end of the story the students will discuss what they learned in the KWL strategy. The students will also work in the small group guided by the teacher creating a graphic organizer mapping out key words is the passage and their comprehension of the story (Vaughn, 2015, p. 241).

Reflection:

1. How did you ensure that your mini-lesson addresses the needs of the individual learners in the group? Going over background knowledge and critical vocabulary can help them identify and pre-view text in order to get an idea of what will be read. This will also help comprehend what they hear. Stopping to ask questions insures they are comprehending and a way the teacher can assess.

2. Why did you choose the strategy you used in this mini-lesson? I used strategies to help them comprehend what they will hear by being able to relate to the material. Relating to a story can help one comprehend text. Also understanding what words mean prior to reading the story helps students comprehend when they actually hear the words in the story. The KWL and graphic organizers helps them visualize what the text is saying.

Second person is

		Tehseen
Mini-Lesson Format
Student Name: Sergio Vans John Doe, Jane Smith,Will Thomas Grade: 3 Disability Area: Reading and visual
Characteristics/needs of the students with disabilities in the group: Students with reading disability usually have difficulty in reading, processing and using appropriate words, they have issues like word reversals, substitution etc. they make errors with blending and have frequent spelling error. Intellectual Disability kids are slow learner who has difficulty with cognitive processing, memory, problem solving and conceptual knowledge. Visual impairment kids have difficulties with academic performance , have poor eye hand coordination leading to difficulty in writing. Accommodations that need to be made: We have to present materials with audio and visual support, have large text prints for visual impairment , and use flash cards and other resources for reading disability.
Title of Mini-Lesson: Repeated reading through iPad story
Common Core State Standard: (CCSS.ELA-Literacy.RF.3.4) Read with sufficient accuracy and fluency to support comprehension.
Procedures (15 minute activity): Students will read and listen to a story from Living book series that will provide opportunities for students to listen to books being read, to read along with the computer and record their own reading. Teacher will first introduce the story, sight words and difficult words to children through flash cards and using bending skills. Then students will follow along as the teacher read the story from the iPad. Students in 2 pair will read, Stronger partner will read first, as one students read the other student will provide support by pronouncing words the student does not know. Teacher will distribute sight words and difficult words caption among students, then as student listen to the story, they will show the sight cards as the words appear in the story.
Reflection: 1. How did you ensure that your mini-lesson addresses the needs of the individual learners in the group? As the computer software has auditory and visual support it helps both kind of learners i.e visual impaired child can listen and participate, the colorful visual images helps visual learner learn, the sounds and motions help children with special needs focus and enjoy reading.. 2. Why did you choose the strategy you used in this mini-lesson? Oral reading provide opportunities for students to attend to words and opportunities to practice speaking and reading with expression, allow to get correct feedback from adults , drawing students attention to miscues and pronunciation, increases exposure to print, engagement and motivation to read.

11 years ago
21.02.2016
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